Among the OECD countries, Canada had the highest proportion of adults with a tertiary education in 2022. About 63 percent of Canadians had achieved a tertiary education in that year. Japan followed with about 56 percent of the population having completed a tertiary education, while in Ireland the share was roughly 54 percent. In India, on the other hand, less than 13 percent of the adult population had completed a tertiary education in 2022.

In 2022, Canada had the highest share of adults with a university degree, at over 60 percent of those between the ages of 25 and 64. India had the smallest share of people with a university degree, at 13 percent of the adult population. University around the world Deciding which university to attend can be a difficult decision for some and in today’s world, people are not left wanting for choice. There are thousands of universities around the world, with the highest number found in India and Indonesia. When picking which school to attend, some look to university rankings, where Harvard University in the United States consistently comes in on top. Moving on up One of the major perks of attending university is that it enables people to move up in the world. Getting a good education is generally seen as a giant step along the path to success and opens up doors for future employment. Future earnings potential can be determined by which university one attends, whether by the prestige of the university or the connections that have been made there. For instance, graduates from the Stanford Graduate School of Business can expect to earn around 250,000 U.S. dollars annually.

More than half of the population in Canada between 55 and 64 years had attained a tertiary education as of 2022, making it the OECD country with the highest proportion of tertiary education graduates in that age group. Japan followed with about 48 percent, while in Israel the share was around 47 percent. By comparison, roughly 6.5 percent of Indian citizens between 55 and 64 years had a tertiary education in 2022.

As of 2022, 70 percent of the South Korean population between 25 and 34 had attained a tertiary education, making it the OECD country with the highest proportion of tertiary education graduates. Canada followed with more than two-thirds, while in Japan, the share was around 66 percent. By comparison, roughly 13 percent of South Africans between 25 and 34 had a tertiary education in 2022.

Contains data from the World Bank's data portal. There is also a consolidated country dataset on HDX.

Education is one of the most powerful instruments for reducing poverty and inequality and lays a foundation for sustained economic growth. The World Bank compiles data on education inputs, participation, efficiency, and outcomes. Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

Canada CA: School Enrollment: Secondary: % Gross data was reported at 108.613 % in 2022. This records a decrease from the previous number of 109.334 % for 2021. Canada CA: School Enrollment: Secondary: % Gross data is updated yearly, averaging 101.267 % from Dec 1971 (Median) to 2022, with 47 observations. The data reached an all-time high of 111.930 % in 2015 and a record low of 89.089 % in 1980. Canada CA: School Enrollment: Secondary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Canada – Table CA.World Bank.WDI: Social: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Employment income statistics by occupation minor group, Indigenous identity, highest level of education, work activity during the reference year, age and gender: Canada, provinces and territories and census metropolitan areas with parts (1)Frequency: OccasionalTable: 98-10-0587-01Release date: 2023-06-21Geography: Canada, Province or territory, Census metropolitan area, Census metropolitan area partUniverse: Population aged 15 years and over with weeks worked in 2020 and employment income in 2020, in private households, 2021 Census — 25% Sample dataVariable List: Occupation - Minor group - National Occupational Classification (NOC) 2021 (309A), Statistics (3), Indigenous identity (9), Highest certificate, diploma or degree (7), Work activity during the reference year (4), Gender and age (7), Employment income statistics (3)"Abbreviation notes: List of abbreviations and acronyms found within various Census products. (https://www12.statcan.gc.ca/census-recensement/2021/ref/symb-ab-acr-eng.cfm) iBall: i24 Geography name: Hamilton; Geographic area type: Census metropolitan area; Geographic area type abbreviation: CMA; Geographic level: Census metropolitan area; Province or territory abbreviation: Ont.; Dissemination Geography Unique Identifier (DGUID): 2021S0503537; Alternative geographic code: 537; Province or territory geocode: 35; Long-form total non-response rate: 3.0; Data quality flag: 00000; Data quality note: ... Footnotes: 1 The concept of work activity is derived based on responses to the number of weeks worked during the reference year and during those weeks worked in 2020, if the individual worked mostly full-time or part-time. The work activity concept uses the reference year January to December 2020, as does census income data. As a result, when comparing to income data, there could be workers reporting a certain number of weeks worked in 2020 without any earnings reported for that year. There could also be workers who did not report any work activity (no weeks worked) in 2020 but did have earnings in that year. Although it is possible to have pre-payment or retroactive pay of employment income, it is uncertain if the extent of such arrangements is captured accurately in the long-form questionnaire. Moreover, some self-employed workers receive dividends instead of earnings and proxy reporting as well as respondents' inaccurate recall for the year 2020 could also be contributing factors to explain these inconsistencies. 2 Indigenous identity Indigenous identity refers to whether the person identified with the Indigenous peoples of Canada. This includes those who identify as First Nations (North American Indian), Métis and/or Inuk (Inuit), and/or those who report being Registered or Treaty Indians (that is, registered under the Indian Act of Canada), and/or those who have membership in a First Nation or Indian band. Aboriginal peoples of Canada (referred to here as Indigenous peoples) are defined in the Constitution Act, 1982, Section 35 (2) as including the Indian, Inuit and Métis peoples of Canada. 3 Highest certificate, diploma or degree Highest certificate, diploma or degree is the classification used in the census to measure the broader concept of 'Educational attainment.' This variable refers to the highest level of education that a person has successfully completed and is derived from the educational qualifications questions, which asked for all certificates, diplomas and degrees to be reported. The general hierarchy used in deriving this variable (high school, trades, college, university) is loosely tied to the 'in-class' duration of the various types of education. At the detailed level, someone who has completed one type of certificate, diploma or degree will not necessarily have completed the credentials listed below it in the hierarchy. For example, a person with an apprenticeship or trades certificate or diploma may not have completed a high school certificate or diploma, nor does an individual with a 'master's degree' necessarily have a 'university certificate or diploma above bachelor level.' Although the hierarchy may not fit all programs perfectly, it gives a general measure of educational attainment. This variable is reported for persons aged 15 years and over in private households. 4 Work activity during the reference year 'Work activity during the reference year' refers to whether or not a person 15 years or over worked during the reference year. For those who did work, this refers to the number of weeks in which the person worked for pay or in self-employment during the reference year at all jobs held, even if only for a few hours, and whether these weeks were mostly full time (30 hours or more per week) or mostly part time (less than 30 hours per week). 5 Age Age refers to the age of a person (or subject) of interest at last birthday (or relative to a specified, well-defined reference date). Gender Gender refers to an individual's personal and social identity as a man, woman or non-binary person (a person who is not exclusively a man or a woman). Gender includes the following concepts: gender identity, which refers to the gender that a person feels internally and individually; gender expression, which refers to the way a person presents their gender, regardless of their gender identity, through body language, aesthetic choices or accessories (e.g., clothes, hairstyle and makeup), which may have traditionally been associated with a specific gender. A person's gender may differ from their sex at birth, and from what is indicated on their current identification or legal documents such as their birth certificate, passport or driver's licence. A person's gender may change over time. Some people may not identify with a specific gender. Given that the non-binary population is small, data aggregation to a two-category gender variable is sometimes necessary to protect the confidentiality of responses provided. In these cases, individuals in the category “non-binary persons” are distributed into the other two gender categories and are denoted by the “+” symbol. 6 Occupation (based on the National Occupational Classification [NOC] 2021 Version 1.0) Occupation refers to the kind of work performed in a job, a job being all the tasks carried out by a particular worker to complete his or her duties. An occupation is a set of jobs that are sufficiently similar in work performed. Kind of work is described in terms of tasks, duties and responsibilities, often including factors such as materials processed or used, the industrial processes used, the equipment used, and the products or services provided. Occupations are generally homogeneous with respect to skill type and skill level. Occupation applies to the contribution of labour to that part of economic activity that is within the production boundary defined for the System of National Accounts. 7 Users should be aware that the estimates associated with this variable are more affected than most by the incomplete enumeration of certain reserves and settlements in the Census of Population. For more information on Indigenous variables, including information on their classifications, the questions from which they are derived, data quality and their comparability with other sources of data, please refer to the Indigenous Peoples Reference Guide, Census of Population, 2021 and the Indigenous Peoples Technical Report, Census of Population, 2021. 8 This category includes persons who identify as any two or all three of the following: First Nations (North American Indian), Métis and/or Inuk (Inuit). 9 This category includes persons who do not identify as First Nations (North American Indian), Métis or Inuk (Inuit) but who report having Registered or Treaty Indian status and/or Membership in a First Nation or Indian band. 10 Refers to the number of weeks in which a person aged 15 years and over worked for pay or in self-employment in 2020 at all jobs held, even if only for a few hours, and whether these weeks were mostly full time (30 hours or more per week) or mostly part time (less than 30 hours per week). 11 Employment income - All income received as wages, salaries and commissions from paid employment and net self-employment income from farm or non-farm unincorporated business and/or professional practice during the reference period. For the 2021 Census, the reference period for income data is the calendar year 2020, unless otherwise specified. 12 Refers to the kind of work performed by persons aged 15 years and over as determined by their kind of work and the description of the main activities in their job. The occupation data are produced according to the National Occupational Classification [NOC] 2021 version 1.0. Occupation codes are based on write-in descriptions of the respondents’ job title and main duties/responsibilities. Incomplete or vague write-in responses can reduce the accuracy of the codes assigned, particularly for the most detailed levels of the occupation classification. For example, when ‘sales’ is provided as a description of main duties or responsibilities, any one of the codes corresponding to sales associate, sales supervisor or sales manager could be assigned. The potential for inaccuracy in occupation codes is elevated for smaller domains, when increased sampling variability also impacts the accuracy of estimates. In such situations, users are advised to consider using broader occupation categories. 13 Includes persons aged 15 years and over who never worked for pay or in self-employment, or last worked for pay or in self-employment prior to 2020. 14 Includes

Abstract

This study provides an update on measures of educational attainment for a broad cross section of countries. In our previous work (Barro and Lee, 1993), we constructed estimates of educational attainment by sex for persons aged 25 and over. The values applied to 129 countries over a five-year intervals from 1960 to 1985.

The present study adds census information for 1985 and 1990 and updates the estimates of educational attainment to 1990. We also have been able to add a few countries, notably China, which were previously omitted because of missing data.

Dataset:

Educational attainment at various levels for the male and female population. The data set includes estimates of educational attainment for the population by age - over age 15 and over age 25 - for 126 countries in the world. (see Barro, Robert and J.W. Lee, "International Measures of Schooling Years and Schooling Quality, AER, Papers and Proceedings, 86(2), pp. 218-223 and also see "International Data on Education", manuscipt.) Data are presented quinquennially for the years 1960-1990;

Educational quality across countries. Table 1 presents data on measures of schooling inputs at five-year intervals from 1960 to 1990. Table 2 contains the data on average test scores for the students of the different age groups for the various subjects.Please see Jong-Wha Lee and Robert J. Barro, "Schooling Quality in a Cross-Section of Countries," (NBER Working Paper No.w6198, September 1997) for more detailed explanation and sources of data.

Geographic coverage

The data set cobvers the following countries: - Afghanistan - Albania - Algeria - Angola - Argentina - Australia - Austria - Bahamas, The - Bahrain - Bangladesh - Barbados - Belgium - Benin - Bolivia - Botswana - Brazil - Bulgaria - Burkina Faso - Burundi - Cameroon - Canada - Cape verde - Central African Rep. - Chad - Chile - China - Colombia - Comoros - Congo - Costa Rica - Cote d'Ivoire - Cuba - Cyprus - Czechoslovakia - Denmark - Dominica - Dominican Rep. - Ecuador - Egypt - El Salvador - Ethiopia - Fiji - Finland - France - Gabon - Gambia - Germany, East - Germany, West - Ghana - Greece - Grenada - Guatemala - Guinea - Guinea-Bissau - Guyana - Haiti - Honduras - Hong Kong - Hungary - Iceland - India - Indonesia - Iran, I.R. of - Iraq - Ireland - Israel - Italy - Jamaica - Japan - Jordan - Kenya - Korea - Kuwait - Lesotho - Liberia - Luxembourg - Madagascar - Malawi - Malaysia - Mali - Malta - Mauritania - Mauritius - Mexico - Morocco - Mozambique - Myanmar (Burma) - Nepal - Netherlands - New Zealand - Nicaragua - Niger - Nigeria - Norway - Oman - Pakistan - Panama - Papua New Guinea - Paraguay - Peru - Philippines - Poland - Portugal - Romania - Rwanda - Saudi Arabia - Senegal - Seychelles - Sierra Leone - Singapore - Solomon Islands - Somalia - South africa - Spain - Sri Lanka - St.Lucia - St.Vincent & Grens. - Sudan - Suriname - Swaziland - Sweden - Switzerland - Syria - Taiwan - Tanzania - Thailand - Togo - Tonga - Trinidad & Tobago - Tunisia - Turkey - U.S.S.R. - Uganda - United Arab Emirates - United Kingdom - United States - Uruguay - Vanuatu - Venezuela - Western Samoa - Yemen, N.Arab - Yugoslavia - Zaire - Zambia - Zimbabwe

Estimated average scores and percent distribution of 15-year-old students, science, by proficiency level, Programme for International Student Assessment (PISA), Canada, provinces and participating countries, Council of Ministers of Education Canada (CMEC). This table is included in Section C: Elementary-secondary education: Student achievement of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, education finance and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.

Data from the Ministry of Colleges and Universities' College Enrolment Statistical Reporting system.

Provides aggregated key enrolment data for college students, such as:

• Fall term headcount enrolment by campus, credential pursued and level of study
• Fall term headcount enrolment by program and Classification of Instructional Program
• Fall term headcount enrolment by student status in Canada and country of citizenship by institution
• Fall term headcount enrolment by student demographics (e.g., gender, age, first language)

To protect privacy, numbers are suppressed in categories with less than 10 students.

Related

• College enrolments - 1996 to 2011
• University enrolment
• Enrolment by grade in secondary schools
• School enrolment by gender
• Second language course enrolment
• Course enrolment in secondary schools
• Enrolment by grade in elementary schools

Topic-based Tabulations paint a portrait of Canada based on various topics, that is on groups of variables on related subjects. They are available for various level of geography. Some tables provide a simple overview of the country; others consist of three or four cross-tabulated variables; and will others are of special or analytic interest. The topic-based tabulations are categorized into 3 data products listed below: Canadian Overview Tables (COT): A Profile of the Canadian Population, Where We Live Basic Cross-Tabulations (BCT), and Special Interest Tables (SIT). Some Topic-based Tabulations are accessible on the official day of release of the variables. Other tables are added to each topic through the course of the dissemination cycle. Users have access to progressively more detailed cross-tabulations and more detailed levels of geography. The Topic-based Tabulations replace the former series The Nation, Dimensions and Basic Summary Tables.

In 2023, over a quarter of physicians in Canada received their medical education overseas. Among these physicians, most of them graduated in South Africa, followed by India and the UK.

This series of cross-tabulations will present a portrait of Canada based on various census topics. They will range in complexity and will be available for various levels of geography. A number of the tabulations will be available on the day of release for each topic, while others will follow several months later. Content varies form a simple overview of the country, then move to more complex cross-tabulations and will include current and previous census data.

Topic-based Tabulations paint a portrait of Canada based on various topics, that is on groups of variables on related subjects. They are available for various level of geography. Some tables provide a simple overview of the country; others consist of three or four cross-tabulated variables; and will others are of special or analytic interest. The topic-based tabulations are categorized into 3 data products listed below: Canadian Overview Tables (COT): A Profile of the Canadian Population, Where We Live Basic Cross-Tabulations (BCT), and Special Interest Tables (SIT). Some Topic-based Tabulations are accessible on the official day of release of the variables. Other tables are added to each topic through the course of the dissemination cycle. Users have access to progressively more detailed cross-tabulations and more detailed levels of geography. The Topic-based Tabulations replace the former series The Nation, Dimensions and Basic Summary Tables.

Fifteen small and peripheral cities lost jobs between 1986 and 1996 in the education sector, but none more than 300. Toronto added almost 25 000 jobs in education during this period. Areas of slow growth, mostly rural or smaller centres, lost jobs in education as the birth rate declined, especially rural Quebec and across the northern periphery of the country. Nationally, the growth in the education sector more or less reflected the overall distribution of population growth across the country in, for example, Vancouver, Calgary, Edmonton, Toronto, Ottawa and Montréal. Nevertheless, many growing cities across the country (for example, Prince George, British Columbia and Fredericton, New Brunswick) also added jobs in these activities.

Canada LFS: Employment: More Than 500 Employees: Annual: Educational Services data was reported at 367.100 Person th in 2024. This records an increase from the previous number of 364.500 Person th for 2023. Canada LFS: Employment: More Than 500 Employees: Annual: Educational Services data is updated yearly, averaging 240.000 Person th from Dec 1997 (Median) to 2024, with 28 observations. The data reached an all-time high of 367.100 Person th in 2024 and a record low of 154.200 Person th in 2002. Canada LFS: Employment: More Than 500 Employees: Annual: Educational Services data remains active status in CEIC and is reported by Statistics Canada. The data is categorized under Global Database’s Canada – Table CA.G016: Labour Force Survey: Employment: by Industry: Annual.

Topic-based Tabulations paint a portrait of Canada based on various topics, that is on groups of variables on related subjects. They are available for various level of geography. Some tables provide a simple overview of the country; others consist of three or four cross-tabulated variables; and will others are of special or analytic interest. The topic-based tabulations are categorized into 3 data products listed below: Canadian Overview Tables (COT): A Profile of the Canadian Population, Where We Live Basic Cross-Tabulations (BCT), and Special Interest Tables (SIT). Some Topic-based Tabulations are accessible on the official day of release of the variables. Other tables are added to each topic through the course of the dissemination cycle. Users have access to progressively more detailed cross-tabulations and more detailed levels of geography. The Topic-based Tabulations replace the former series The Nation, Dimensions and Basic Summary Tables.

In 2022, Canada had the greatest number of international students compared to their entire higher education population, with nearly ** percent of students being international. Australia followed with a share of ** percent of the students being international, while the United Kingdom ranked third.

The Looking West survey evaluates the feeling of alienation of Western Canadians. It probes people in regards to their feelings towards the federation and whether they understand tensions that rule the country. After better understanding feelings of exclusion, surveyors questioned respondents on the level of respect their province receives federally, in regards to changes brought to the democratic institutions which could make them feel more included and on the effects of the equalization program.

The G7 is a forum designed for frank and open discussion between leaders, ministers and policy-makers. As a member of the G7, Canada plays a leading role on the international stage and is able to advance domestic and international priorities. The G7 provides global leadership and serves as a powerful catalyst on issues that are later taken up by other fora with broader global and regional membership. The G7 brings together the world’s advanced economies to influence global trends and tackle pervasive and crosscutting issues, as well as emergent global crises. The G7 has strengthened international economic and security policies, advanced discussion of global issues including climate change and gender equality, brought donors together and supported disarmament programs. Most recently, the G7 has worked to tackle the COVID-19 pandemic and respond to Russia’s illegal invasion of Ukraine. At the G7, Canada has advanced its domestic and international priorities, including gender equality, peace and security, climate change and building a sustainable global economy. Transparent and inclusive engagement with Canadian and international stakeholders has helped Canada to deliver on priorities that are important to Canadians.